A Comparative Study Of The Dynamic "V-finish" And "V-good" In Teaching Chinese As A Foreign Language

This paper is mainly about comparative study of the verb-resultative construction “V ?”and “V ?” in teaching Chinese as a foreign language(TCFL).“?” and “?”are frequently used verbs and adjectives in modern Chinese,they often appear after the verbs as a result complement after the verb,besides overlap in the sense,which has caused foreign learners make errors in the use of “V ?” and “V ?”.Therefore,this paper is based on the previous related studies and detailed analysis on the structure of the verb-resultative construction of “V ?” and“ V ? ” and have comparative study on it.In addition,applying the research results into Chinese teaching and HSK teaching,and helping foreign learners use the verb-resultative construction “V ?” and “V ?”more accurately,are also the focus of this article.In addition to the introduction and conclusion,the main part of the article discusses:Firstly,semantic classification and pragmatic features of the verb-resultative construction“V ?” and “V ?”.Combined with the commonly used Chinese dictionaries and the results of previous studies,this paper divides the meaning of “?” into:(1)there is no surplus;(2)the end.The meaning of “?” is divided into:(1)complete;(2)perfect.On the basis of the above analysis,this paper discusses the influence of the semantics of“?”and“?”on the pragmatic features of the verb-resultative construction “V ?” and “V ?”.Secondly,the verb-resultative construction “V ?” and “V ?”'s restrictions to selection of verb.With HSK(level six)to limit the scope of verbs,count verbs could collocate “?”or“?”into verb-resultative construction,by the analysis of semantic features we summarize that verbs can only be collocated into the “V ?”have semantic features such as [±independent],[+negative],[+consumption],[+removal] and [+displacement];verbs can only be collocated into the“V ?”have semantic features like [+independent],[+positive] and [-consumption],[-removal]and [-displacement]Thirdly,analysising the acquisition on the verb-resultative construction “V ?” and “V?”.The verb-resultative construction “V ?” and “V ?” repeatedly appears in the new HSK test,so this paper chooses middle and senior candidates of the new HSK test as objects toinvestigate their acquisition and analysis their errors.I summarize three types of errors learners often make: missing result complement,adding result complement and mixing the results complement.Fourthly,analysis of the causes of errors and related teaching suggestions.According to conditions of learning on the verb-resultative construction “V ?” and “V ?”,I analyse reasons of errors,including the negative transfer of mother tongue,explanation and training errors,deficiency in design of textbooks and exercises.And I provide some advice to teaching the verb-resultative construction “V ?” and “V ?”based on the above reasons.